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Evolution of Inclusive Education: History and Christian Perspective
Ebonique Walker
Liberty University
EDSP 722
February 4, 2024
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Evolution of Inclusive Education: History and Christian Perspective
Abstract
This paper delves into the intersection of historical development and Christian ideology
to understand the evolution and impact of inclusive education. Over time, inclusive education
has transformed into a cultural idea, integrating diverse learning requirements into mainstream
schools. The study is motivated by a personal commitment to build an instructional environment
considering all learners' strengths and weaknesses. The research question aims to explore the
historical progression of inclusive education and its shaping of the current landscape of special
education. Significantly, inclusive education is a pivotal element for achieving educational
equality. It addresses barriers, providing appropriate opportunities, and fostering a positive and
culturally diverse school culture. The study also examines the impact of inclusive education on
society's perceptions of diversity and inclusivity. Despite challenges, inclusive education
influences academic achievement, teacher training, and professional development, aligning with
biblical principles of justice, compassion, and care for those with disabilities. The findings
emphasize the importance of recognizing, appreciating, and continuously improving inclusive
education for its transformative impact on individuals, educational systems, and societal
attitudes.
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Introduction
The intersection between historical development and a Christian idea is where inclusive
education stands. In the recent past, inclusive education has become a new cultural idea aiming
to incorporate various learning requirements into ordinary schools. Inclusive education has also
changed over time as the educational field changes. Lastly, the relationship to this topic is
predicated on a firm belief in matter-of-fact value in inclusive education. Having observed the
benefits of inclusion, my purpose is to build an instructional environment that takes into
consideration all learners' strengths and weaknesses. This emotional personal commitment is the
engine for this project, as it investigates how partnership in learning impacts not only educational
experience but social perceptions of diversity and inclusivity. The research question guiding this
study is: What has been the historical progression of inclusive education, and how has it shaped
the current landscape of special education? This research question investigation aims to
understand the evolution of inclusive education and what impact it has on current special
educational contexts. This study investigates the track left behind by inclusive education in order
to reveal crucial points, challenges, and transformations for motivating contemporary thinking
over principles that include practices on special needs friends. In this regard, the research will
provide critical information about how inclusive education has evolved and its implications for
other standard styles of teaching.
Importance
Inclusive education is one of the building blocks that contribute to educational equality in
an educative system. Inclusive education was one of the strategies that Alzahrani (2020) stated as
a measure aimed at achieving equity in terms of accessibility to educational opportunities
(Alzahrani, 2020). Inclusive education performs its role of negating the implementation barriers
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by providing appropriate learning opportunities for all learners, meeting their diverse needs, and
ensuring equal access to educational resources among children with disabilities. This method
recognizes individual strengths and competencies, creating a situation in which each student,
with or without exceptionality, has equal opportunities to receive education.
Conversely, inclusion can create social capital in the academic setting as well. In this
way, inclusive education creates such a space where different learners, due to their backgrounds
and characteristics, share the same classroom with their peers (Alzahrani, 2020). Nonetheless,
this is a social approximation that not only improves the level of education but also teaches
values such as humanity and tolerance. Inclusive education is directed towards a culture of
eliminating barriers in society and promoting collaborative work, so learners are prepared for
active cooperation.
To underline the need for inclusive teaching, legislative and policy arrangements that
promote equal accessibility in education stand proof.8As is evident, the requirement to show that
inclusive education does not only represent a pedagogical “fad” but an issue of law and ethics
provides evidence for these mentioned legal contexts. Inclusive practices are encouraged by
international and national laws, such as the Individuals with Disabilities Education Act (IDEA)
in America and the United Nations Convention on the Rights of Persons with Disabilities. The
creation of such legal grounds ensures that people with disabilities get appropriate arrangements
and assistance in order to participate fairly in education (Alzahrani, 2020). The legal and policy
aspects of inclusion education inform us that it is a human right inked with helping the efforts
initiated by educational systems to uphold an accommodating environment for all children.
Significance
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This inclusive education in the K-12 development is an evolutionary and integral
process.8Bong and Chen (2021) showcase the progress of inclusive practices with respect to
teacher capabilities in a digital environment, which is an essential aspect of contemporary
education (Bong, 2021).8Through inclusive education, the K-12 level has changed by addressing
a shift from more structured teaching to evidence that individuals should have diverse forms of
learning based on personality characteristics.8The very essence of inclusive education lies in the
fact that different learning styles and needs are met, thus providing a positive environment for all
learners regardless of what skills they have.8In addition to the academic impacts, this change not
only strengthens students’ identity but also contributes towards creating a positive and culturally
diverse school culture.
Obviously, inclusion is essential in both primary and secondary education, but it has a
deep impact on private business firms as well as other higher learning institutions. Educational
inclusion is a prerequisite to having an inclusive workforce (Konocoba, 2022). In a nutshell,
private sector organizations benefit from employees who have gone through inclusive education
as they bring an innovative perspective, resilience, and problem-solving attitude to the
workplace. Moreover, higher education institutions are essential in building an inclusive society
because of their willingness to take students from different backgrounds (Bong, 2021). The
practices conducted by the higher level of education go further than a person's preparation for an
inclusive labor market, as they affect how one is involved in forming a socially responsible and
just society.
Inclusion has also been transformative in changing society's perceptions towards disabled
people. According to Kefallinou et al. (2020), inclusive education increases awareness and
acceptance, leading people away from certain beliefs about stereotypes presupposed beforehand.
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Inclusive education humanizes disability by involving pupils of diverse abilities in classroom
situations, promoting empathy, and de-stigmatizing societies (Kefallinou et al., 2020). With the
active involvement of people with disabilities in processes related to studies and socialization
among peers, society gets accustomed to recognizing all members contributing towards a greater
good. However, inclusive education does not just promote a more tolerant and sympathetic
society but also serves as something of an agent for change in attitudes toward people with
disabilities.
Impact
Inclusive education is in a state of progression and persistence. Although efforts have
been made towards making more inclusive learning spaces, some hindrances still need to be
addressed. Inclusive education has problems, including a lack of required resources, inadequately
prepared teachers, and reluctance by the educational community. A universal design in
educational materials and physical spaces is necessary for this (Leijen et al., 2021). In addition,
advocacy efforts must continue in order to remove misconceptions and create a perception that
inclusive education is not merely desirable but necessary for all learners. However, recognizing
the current initiatives and appreciating efforts to create inclusive education will help us fully
understand what is going on around us.
The influence of inclusive education on the academic achievement scores of students
with disabilities is tremendous. Inclusive practices result in better grades and a more inclusive
class setup that caters to different learning styles. Inclusion is shown to help students with
disabilities learn better academic performance compared to those in segregated settings (Leijen et
al., 2021). The cooperative setting of inclusive classrooms fosters peer support, participatory
learning, and differentiated instruction, which benefits individuals with special needs. Inclusive
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education not only deals with academic needs but also prepares the child socially and
emotionally, thus helping them attain lifelong success.
According to Leijen et al. (2021), inclusive education profoundly impacts teacher training
and professional development (Leijen et al., 2021). Educators who teach in inclusive settings go
through a change of heart and mind, mastering a variety of teaching techniques, flexibility, and
honed knowledge about student requirements. There is a need for continuous professional
development to enhance teachers' skills to provide inclusive learning environments (Alzahrani,
2020). With the help of various training programs, teachers master differentiated instruction
policies, UDL implementation techniques, and assistive technologies. This not only caters to
students with disabilities but also creates an enriched learning atmosphere (Alzahrani, 2020). The
inclusive and shared nature of professional development guarantees that educators are equipped
to address the needs of their students, which promotes a more accommodating educational
system.
Biblical Worldview
The embrace of diversity is consistent with the biblical worldview, recognizing that God
loves every single person as His unique creation. Genesis 1: Therefore the lord God created man
in his image male and female he made them – (27) states. This is a basic biblical truth that
despite differences, people are all human beings created with equal value in the eyes of God.
Therefore, good acceptance of differences from God's creation is not only huge but also a sign
that every individual holds dignity and value. From the biblical perspective, inclusive education
illustrates God's desire to create a variety for Himself.
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The biblical call for justice and inclusion is echoed in Micah 6: 8 "He has shown you, O
mortal, what is good. And what does the Lord require of you? To act justly and to love mercy
and to walk humbly with your God" (Gideons International, 2012, Micah 6:8). In this regard, that
underlying nature upon one's feet should be resolved in terms of acts related to justice. This
biblical principle, operating within the realm of inclusive education, ensures that everyone who
is disabled with a special need has equal access to opportunities in terms of getting an adequate
education and whatever it is they merit. In contrast, the act of calling to walk humbly with God
carries a sense of individuality determined by people's contributions. It restricts an environment
that was developed where justice and inclusion are not only encouraged but also practiced, as
observed in the schooling context.
Articulating from a biblical perspective is compassion and care for those who are
disabled. In Matthew 25: 40, Jesus said whatever you did to one of the least backward brothers
or sisters, it was yours because, side by side, he taught everybody how they should feel such
people's weaknesses (Gideons International, 2012, Matt 25:40). From the perspective of
inclusion education, this principle from the Bible still emphasizes that it is ethically and morally
right to provide a decent learning setting for learners with special needs. It demands that
educators, policymakers, and society should give them sympathy and understanding coupled
with practical support and tangible comfort even though it is mandated by such a very deep
biblical plight of taking care of those who are least among us.
Conclusion
In conclusion, this research paper aimed to examine the history of inclusive education
from historical and Christian perspectives has revealed several interesting findings. The
historical analysis has shown that inclusive education went through a journey of transformation
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despite some challenges and successes, which have informed special education today. Such
advantages as promotion of equality in education, social integration, and compliance with legal
and policy issues can be noted when referring to inclusive education. The research shows that
inclusive education affects not only the K-12 system but also private businesses, colleges, and
universities, as well as gender bias development for those who are with disabilities. Moreover,
inclusive education has multifaceted implications for the realization of learning outcomes and
teacher training. Thus, the methodology of this study is to affirm a biblical worldview and
conclude that diversity conforms to divine creation; justice and inclusion are innately Christian
while loving people who have disabilities reveals basic scriptural wisdom. Regarding future
research, more in-depth approaches and interventions that lead to the successful implementation
of inclusive education should be investigated. Additional research about the longstanding impact
that inclusive education has on students' pedagogical, social, and emotional development might
be useful. Additionally, studies focusing on how inclusive education impacts varying
demographics and cultural environments will improve comprehension of its global nature. In
addition, detailed research studies that would shed insights into perceptions and realities of
educators living in inclusive settings could provide a complete view from all sides. In general,
the historical importance of environmental adequacy is vital to determining today's value.
Inclusive education is about changing traditional educational practices into more balanced and
egalitarian approaches. Its importance does not only lie in meeting the needs of special students
but can mold a society defined by diversity, social justice, and for all. Inclusive education is
more than a teaching model because it arises from the human desire to share life. However,
taking into account the history of its formation and weight today, it is evident that inclusive
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education is not only an idea but also a motivating factor for changes in educational systems and
attitudes to diversity topics.
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References
Alzahrani, N. (2020). The development of inclusive education practice: A review of literature.
International Journal of Early Childhood Special Education, 12(1), 100–100.
https://doi.org/10.20489/intjecse.722380
Bong, W. K., & Chen, W. (2021). Increasing faculty’s competence in digital accessibility for
inclusive education: a systematic literature review. International Journal of Inclusive
Education, 1–17. https://doi.org/10.1080/13603116.2021.1937344
Kefallinou, A., Symeonidou, S., & Meijer, C. J. W. (2020). Understanding the value of inclusive
education and its implementation: A review of the literature. PROSPECTS, 49(3-4), 135–
152.
Leijen, Ä., Arcidiacono, F., & Baucal, A. (2021). The Dilemma of Inclusive Education:
Inclusion for Some or Inclusion for All. Frontiers in Psychology, 12(1).
https://doi.org/10.3389/fpsyg.2021.633066
Олена Konocoba, Iryna Sarancha, Yaroslava Pylypenko, & Khilya, A. (2022). Tolerant
Attitudes towards Persons with Special Educational Needs as a Component of
Professional Training For Teachers in Higher Education Institutions. Sabiedrība,
Integrācija, Izglītība, 1, 126–135. https://doi.org/10.17770/sie2022vol1.6875
